@article{oai:kumadai.repo.nii.ac.jp:00030972,
 author = {干川, 隆 and Hoshikawa, Takashi and 干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {application/pdf, 論文(Article), This study aimed to develop and standardize a Curriculum-Based Measurement (CBM) for mathematical learning in Japan. Although CBM has been useful in the United States for monitoring learning progress in the response-to-intervention (RTI) movement, Japanese educator are yet to familiarize themselves with CBM due to the differences between the educational evaluation systems of both countries. The participants comprised 520 elementary students (from 2nd to 6th grades), who were asked to perform calculation probes for three minutes as a mathematical CBM. The probes consisted of two kinds of problems : ones that students had already learned in the lower grade and others that students in the grade would learn presently. Date collection occurred from May to March, for a total of 22 sessions, with 21 sessions for the 5th grade. As for the reliability of the CBM, the cross-correlation of the seven types of tests ranged from .58 to .85. Regrading the validity of the CBM, the correlation between the results and the teacher’s evaluation ranged from .35 to .62. The results were also analyzed by a repeated-measure ANOVA and a regression analysis, with the former showing that the scores of the sessions significantly increased and the latter indications a high coefficient of determination. Finally, the results were discussed on the basis of the validity of the CBM, the concept the CBM as a measurement of progressive monitoring, and the identification of students with learning difficulties.},
 pages = {91--98},
 title = {学習の進捗状況モニタリング尺度としての算数のカリキュラムに基づく尺度(CBM)の開発 : 2年間にわたる取り組みの成果},
 volume = {67},
 year = {2018},
 yomi = {ホシカワ, タカシ and ホシカワ, タカシ}
}